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A  GUIDE  TO  METHODS  AND 
OBSERVATION    IN  HISTORY 

STUDIES  IN  HIGH 
SCHOOL  OBSERVATION 


By 

CALVIN  OLIN  DAVIS 

Assistant  Professor  of  Education 

in  the   University  of  Michigan 


RAND  McNALLY  &  COMPANY 
NEW  YORK  CHICAGO 


3^*2^2 


Copyright,  J014, 
By  Rand,  McNally  &  Company 


Chicago 


INTRODUCTION 

The  outlines  herewith  presented  have  grown  out  of 
the  necessities  of  a  course  conducted  by  the  writer  in 
the  training  of  teachers  in  the  University  of  Michigan. 
The  course  has  been  styled  "Methods  and  High  School 
Observations  in  History."  It  has  been  open  only  to 
seniors  and  graduate  students  who  have  specialized  in 
history  and  who  expect  to  teach  that  subject  in  high 
schools.  The  work  has  consisted  of  one  class  meeting 
per  week  for  eighteen  weeks,  and  of  twenty  hour-obser- 
vations of  history  teaching  in  the  Ann  Arbor  High  School. 
The  outlines,  therefore,  were  designed  to  serve  as  a  guide 
to  these  observations  and  as  a  basis  for  subsequent  dis- 
cussions. 

In  order  that  the  students  might  have  a  deeper  appre- 
ciation of  the  meaning  of  history  and  the  various  con- 
ceptions that  have  been  held  regarding  it,  and  in  order 
that  they  might  possess  at  least  a  general  knowledge 
of  the  place  history  has  occupied  in  the  schools,  the  ele- 
ments composing  historical  events,  and  the  values  attrib- 
uted to  historical  study,  it  seemed  appropriate  to  preface 
the  special  queries  respecting  method  by  some  intro- 
ductory suggestions  of  a  general  character.  This  fact 
explains  the  inclusion  of  such  material  as  is  foimd  in  the 
first  few  pages  of  the  present  booklet. 

In  the  hope,  therefore,  that  students  of  Education 
in  other  colleges,  universities,  and  normal  schools  may 
find  suggestions  in  the  material  here  brought  together, 
and  that  teachers  in  active  school  work  may  also  receive 
some  practical  help  therefrom,  the  writer  has  been  encour- 
aged to  place  the  outlines  at  the  disposal  of  the  public. 
If  they  shall  prove  of  service  to  his  colleagues  and  their 
students  elsewhere,  his  aim  and  purpose  will  be  fully  met. 

Calvin  Olin  Davis 

University  of  Michigan 
April,  igi4 


THE  CONTENTS 

PAGE 

Introduction iii 

I.     Definitions i 

II.     Aspects  of  History i 

III.  Source  Material  for  History 2 

IV.  Conceptions  of  the  Purpose  and  Content  of 

History 6 

V.     Notable   Influences   and   Persons    that    have 
Modified  the  Conception  of  the  Meaning 

of  History  in  the  Last  Century  ....  7 

VI.     History  in  the  Curriculum 9 

VII.     Value  and  Aims  of  History 11 

VIII.     Elements  of  History 18 

IX.     Methods  of  Approach  to  the  Study  of  History  .  22 
X.     The  Process  of  Learning  History       ....  23 
XI.     The  Organization  of  History  in  High  Schools  .  25 
XII.     The  History  Teacher's  Preparation  and  Equip- 
ment     26 

XIII.  The  Pupil's  Preparation  and  Equipment       .     .  27 

XIV.  The  Classroom 28 

XV.     The  Assignment  of  the  Lesson 29 

XVI.     The  Study  Lesson 30 

XVII.    The  Recitation  Lesson 31 

XVIII.    The  Review  Lesson 35 

XIX.     The  Lesson  in  Civics 35 

XX.     Some    Principles    of    History    Dogmatically 

Stated 36 

XXI.     Some  Positive  Guides  and  Suggestions  ...  37 

Bibliography  on  Methods 40 

A  Selected  List  of  American  Historical  Fiction 42 


A  GUIDE  TO  METHODS  AND 
OBSERVATION    IN  HISTORY 


STUDIES  IN  HIGH 
SCHOOL  OBSERVATION 

I.  Definitions. 

1.  History  is  the  science  of  the  development  of  men  in 

their  activity  as  social  beings. — Bernheim. 

2.  History  is  the  biography  of  a  political  society  or 

commonwealth. — Arnold. 

3.  History  is  the  story  of  man  living  in  social  relations 

in  the  world. — Hinsdale. 

4.  History  is  a  record  of  the  actions  of  men. — Anon. 

5.  History  is  past  politics. — Freeman. 

Queries 

1 .  Which  of  the  above  definitions  appeals  to  you  most  ? 
Why? 

2.  Are  there  any  criticisms  to  be  made  respecting  any 
of  the  above  definitions? 

3.  What  common  idea  runs  through   all   the   above 
definitions? 

4.  Quote  at  least  one  other  definition  of  history. 

5.  Formulate  for  yourself  a  thoroughly  satisfying  defini- 
tion of  history. 

II.  Aspects  of  History. 

1.  Military. 

2.  Political  and  Constitutional. 

3.  Ecclesiastical. 

1 


2  Studies  in  High  School  Observation 

4.  Economic,  Industrial,  and  Commercial. 

5.  Educational. 

6.  Literary. 

7.  Social. 

Queries 

1.  Which  of  the  above  mentioned  aspects  should 
receive  the  chief  emphasis  in  the  elementary  school? 
In  the  high  school? 

2.  Would  the  constituency  of  the  schools  affect  the 
answer? 

3 .  Would  the  year  in  which  the  course  is  offered  in  the 
high  school  affect  the  answer? 

4.  Can  you  name  other  factors  that  would  affect  the 
answer? 

5.  Precisely  what  phases  of  history  would  be  included 
under  each  of  the  above  aspects? 

6.  Do  the  aspects  mentioned  exhaust  the  categories? 

7.  So  far  as  you  have  observed,  are  the  practices  in 
the  high  school,  respecting  the  aspects  of  history  to  be 
taught,  in  accord  with  your  ideals  and  theories? 

III.  Source  Material  for  History. 

I.  Primary  Source  Material. 

(a)  Monuments,   inscriptions,    buildings,    tablets, 

colimms,  coins,  tools  and  utensils,  tapestries, 

pottery,  implements,  and  all  archaeological  and 

antiquarian  material. 
(6)  Legal  documents,  e.g.,  statute  books,  charters, 

petitions,  declarations,  decrees,  orders,  court 

records,  proclamations,  treaties, 
(c)  Literary  forms,  e.g.,  manuscripts,  notes,  books, 

diaries,  letters,  paper  money,  newspapers. 


Studies  in  High  School  Observation  3 

(d)  Narrative  material,  e.g.,  biographies,  chroni- 
cles, memoirs,  and  accounts  of  customs,  super- 
stitions,   ceremonials,  etc. 

2,  Quasi-Primary  Source   Material,   or  the  Auxiliary- 

Sources  of  History. 

(a)  Historical  geography,  involving  a  considera- 
tion of  the  "origin,  meaning,  distribution, 
and  changes  of  geographical  names." 

(6)  Ethnology  and  sociology. 

(c)  Geology,  paleontology,  and  physical  geography. 

(d)  Paleography,  or  the  science  of  ancient  writings. 

(e)  Diplomatics,  or  treatises  on  official  dociiments. 
(/)   Epigraphy,  or  the  science  of  inscriptions. 

(g)  Ntimismatics,  or  the  study  of  coins. 
(h)  Languages. 

3 .  Secondary  Authorities. 

(a)  Textbooks. 

(6)  Large  historical  works,  e.g.,  Parkman's,  Ban- 
croft's, McMaster's,  Fiske's. 

(c)  Biographies    of    historical    personages,     e.g., 

The  Life  of  Cavour;  The  True  George  Wash- 
ington; Bismarck. 

(d)  Compendiums  of  History,  e.g.,  Green's  Short 
History  of  the  English  People. 

(e)  Special  treatises  of  historical  epochs,  e.g., 
Thwaites'  The  Colonies;  Wilson's  Division  and 
Reunion. 

(/)  Encyclopaedic  articles,  e.g.,  "Waterloo"  in 
Encyclopaedia  Britannica;  Cyclopedias  of 
History;  Paul  Monroe's  Cyclopcedia  of  Edu- 
cation. 


4  Studies  in  High  School  Observation 

(g)  Dictionaries  of  historical  names  and  refer- 
ences, e.g.,  Low's  Dictionary  of  English  His- 
tory or  Larned's  History  for  Ready  Reference, 
6  vols. 

(h)  Philosophical,  legal,  and  constitutional  treat- 
ises bearing  on  history,  e.g.,  Bryce's  American 
Commonwealth;  Ostrogorski's  Democracy  and 
The  Party  System;  Montesquieu's  The  Spirit 
of  the  Laws. 

(i)  Historical  novels,  e.g.,  Hugo's  Les  Miserables; 
historical  dramas,  e.g.,  Shakespeare's  Mer- 
chant of  Venice;  historical  poems,  e.g., 
Longfellow's  Courtship  of  Miles  Standish; 
historical  essays  and  monographs,  e.g.,  articles 
in  the  Historical  Review  and  other  contem- 
porary magazines. 

(/)  Writings  on  local  history,  e.g.,  Cooley's 
History  of  Michigan;  Putnam's  Primary  and 
Secondary  Education  in  Michigan;  Michigan 
Pioneer  Collection  Articles. 

Queries 

I.  How  can  primary  source  material  be  employed  by 
teachers  of  history  in  the  elementary  and  high  school? 
2.  To  what  extent  ought  it  to  be  employed?  3.  Would 
the  course  of  history  offered,  the  year  in  which  it  is  taught, 
and  the  character  of  the  school  and  its  pupils,  affect  the 
answer?  If  so,  how?  4.  What  place  in  the  high  school 
h.a,s  snch  a  hook a.s  HilVs  Liberty  Documents?  5.  To  what 
extent  do  the  observations  made  by  you  coincide  with 
your  views  respecting  the  use  of  primary  source  material  ? 
6.  Make  a  list  of  ten  or  more  "source  materials"  you 


Studies  in  High  School  Observation  5 

personally  could  use  in  your  teaching  of  history.  Why 
would  you  select  the  "material"  you  have? 

I.  How  can  the  quasi-primary  source  material  be  used 
in  elementary  schools  and  high  schools?  2,  What 
phases  of  such  material  do  you  plan  to  use?  3.  What 
is  the  basis  for  your  selection?  4.  Could  every  high 
school  teacher  of  history  make  effective  use  of  the  material 
you  mention?  5.  What  deduction  follows  from  your 
answer?  6.  What  have  been  your  observations  respect- 
ing the  emplo5nTient  of  material  of  this  kind?  Would 
such  material  lend  itself  to  use  in  every  recitation  period? 

I.  Should  more  than  one  textbook  be  used  in  a  given 
course  in  history?  Why?  2.  Does  the  grade  in  which 
the  subject  is  taught  affect  the  answer?  3.  How  can  the 
larger  historical  works,  biographies,  and  compendiums 
of  history  be  used  in  the  high  school  ?  4.  Is  it  practicable 
to  have  "special  reports"  from  such  sources  made  daily? 
5.  Should  the  teacher  expect  all  pupils  to  make  frequent 
"  special  reports  "  ?  6.  In  how  far  is  it  feasible  to  supple- 
ment the  textbook  by  means  of  definite  class-readings? 
7.  Should  class-readings  be  assigned  on  a  page  basis,  or 
on  a  topical  basis,  or  be  left  to  individual  selection  and 
spontaneous  effort?  8.  Should  exact  references  be  given 
or  should  pupils  be  encouraged  to  master  the  art  of 
finding  for  themselves,  within  given  limits,  the  supple- 
mentary data  sought?  9.  Precisely  how  can  a  high  school 
teacher  make  use  of  such  a  treatise  as  Montesquieu's  The 
Spirit  of  the  Laws  P  10.  Make  a  list  of  at  least  twenty  selec- 
tions from  historical  novels,  historical  dramas,  poems, 
essays,  and  monographs  that  you,  as  a  teacher  of  history, 
could  employ  in  the  high  school.  What  fact  or  event 
wotdd  you  attempt  to  illustrate  by  each  of  these  selec- 
tions?    II.  What  use  should  high  school  teachers  and 


6  Studies  in  High  School  Observation 

pupils  make  of  material  dealing  with  local  history?  12. 
What  constitutes  a  good  textbook  in  history  for  high 
school  use?  13.  Make  a  list  of  some  of  the  modem  text- 
books on  each  of  the  following  phases  of  history:  (a) 
Ancient;  (6)  Mediaeval  and  Modem;  (c)  English;  (d) 
French;  (e)  American;  (J)  Civil  Government.  What 
would  be  your  first  and  your  second  choices  of  texts  in 
each  of  these  six  divisions,  and  why,  specifically,  would 
you  make  those  choices?  14.  What  texts  are  used  in 
the  high  schools  you  have  observed?  15.  What  school 
authorities  ought  to  select  the  texts  to  be  used  in  the 
high  school?  16.  How  far  have  your  observations  in 
the  high  school  been  in  accord  with  your  ideals  and 
theories  with  respect  to  the  kinds  and  uses  of  historical 
"material"  of  all  kinds? 

IV.  Conceptions  of  the  Purpose  mid  Content  oj  History.^ 

1.  As  polite  literature:  the  Greek  and  Roman  idea, 

e.g.,    Herodotus,    Thucydides,    Xenophon,    Livy, 
Sallust,  Caesar,  Tacitus. 

2.  As  annals  and  chronicles  only:  the  Mediaeval  idea, 

e.g.,  Gregory  of  Tours,  Froissart,  Einhard. 

3 .  As  a  basis  for  governmental  policies  and  as  a  means 

of    interpreting    Hterature:  the  Renaissance  idea, 
e.g.,  Machiavelli,  Petrarch,  Boccaccio. 

4.  As  a  basis  for  theological  dogma  and  religious  prac- 

tices: the   Reformation  idea,    e.g.,    Luther,    Me- 
lanchthon,  and  the  Jesuits. 

5.  As  a  basis  for  interpreting  legal  institutions  and 

practices:  the  idea  of  the  17th  century,  e.g.,    the 
Jurists. 

I  The  fundamental  purpose  of  historical  writing  has  ever  been  the  recording 
of  events.     In  addition,  however,  different  ages  have  stressed  other  aims. 


Studies  in  High  School  Observation  7 

6.  As  a  foundation  for  philosophical  speculation  and  a 

means  of  discovering  the  deeper  influences  that 
affect  humanity  and  hence  influence  action  and 
produce  events:  the  idea  of  the  i8th  century, 
e.g.,  Voltaire  and  Montesquieu.  [Voltaire  held 
that  hiiman  nature  is  the  same  under  all  circum- 
stances and  at  all  times,  and  hence  sought  to  judge 
historical  events  by  abstract  imiversal  standards. 
The  "natural  man"  was  his  ideal  man.  Montes- 
quieu, in  The  Spirit  of  the  Laws,  sought  to  show- 
that  events  in  history  are  but  the  manifestation 
of  spiritual  law,  as  revealed  in  conditions  of  climate, 
geography,  soil,  natural  resotirces,  racial  temper- 
ament, etc.] 

7.  As  a  foimdation  for  personal  reactions,  e.g.,  criti- 

cisms, interpretation,  moralizing,  personal  phil- 
osophizing, or  as  mere  facts  entertainingly  told: 
the  idea  of  the  early  19th  century. 

8.  History  as  science,  i.e.,  as  explanatory  of  existing 

social  institutions,  customs,  beliefs:  the  idea  of 
the  20th  century. 

V.  Some  Notable  Influences  and  Persons  titat  have  modified 
ilie  Conception  of  the  Meaning  of  History  in  the  Last 
Century. 

1.  Romantic  School  (late  iSth  centtiry  and  early  19th 

century),  with  its  deep  reverence  for  the  Middle 
Ages.     Hence  sympathetic  treatment  of  history. 

2.  Herder  (1744-1803),  with  his  philosophy  of  "becom- 

ing" or  development.  Herder  sought  to  show  that 
all  events  are  but  the  manifestation  of  a  deity 
striving  to  work  out  an  ideal  imiverse.  Hence 
all  events  must  be  judged  by  the  standards  of  the 


f  Studies  in  High  School  Observation 

time  and  country  in  which  they  appear,  i.e.,  be 
judged  by  the  characteristics  of  the  age  and  people 
affected. 

3.  Hegel  (i 770-1831)  carried  the  theory  of  Herder  to 

more  complete  conclusions. 

4.  Niebuhr  (177 6-1 831),  "one  of  the  most  acute  his- 

torical critics  and  philologists  of  modem  times." 
Niebuhr  was  among  the  first  to  emphasize  the 
need  of  a  critical  examination  of  source  material, 
and  of  the  building  up  the  past  out  of  these  data. 

5.  Ranke,  Leopold  von  (1795-1886).     His  aim  was  to 

set  before  the  reader  the  entire  pictiu-e  of  events 
"with  their  causes,  relations,  and  consequences." 

6.  Guizot,    Frangois    P.    G.    (1787-1874).     His   great 

influence  was  in  extending  the  scope  of  history 
so  as  to  include  universal  history,  not  merely 
national  history,  or  the  history  of  isolated  and 
local  events. 

7.  Carlyle  (1795-1881),  through  his  keen  insight  into 

character  and  his  love  of  hero-worship,  introduced 
the  vividly  reahstic  and  picturesque  element. 

8.  Buckle  (1821-1862)  included  economic  forces  in  his 

studies  and  sought  the  spirit  of  history  apart  from 
particular  men  and  events. 

9.  Macaulay  (1800-1859)  presented  historical  philos- 

ophy and  the  laws  and  theories  of  government  in 
eloquent  and  fascinating  style,  thus  bringing  to 
the  popular  mind  an  interest  that  had  heretofore 
been  slight. 
10.  Froude  (1818-1894),  in  charming  literary  style  but 
with  carelessness  of  detail,  emphasized  the  personal 
element  in  history  and  set  himself  the  ideal  of 


Studies  in  High  School  Observation  9 

"simply  recording  human  actions  without  the- 
orizing theron." 

11.  Stubbs  (182 5- 1 901)   "introduced  the  critical  study 

of  mediaeval  sources  into  England,"  employed  exact 
methods  of  work,  and  gave  impetus  to  constitu- 
tional history. 

12.  Green  (1837-1883)  depicted  the  progress  of  the  life 

of  the  people  and  dealt  only  incidentally  with  the 
poHtical  history  of  the  state. 

13.  Schmoller  (1838-    )  emphasized  the  economic  aspects 

of  history. 

VI.  History  in  the  Curriculum. 

1.  Pre-Renaissance  Period :     Incidental  historical  study 

made  in  connection  with  the  study  of  biography 
and  Hterature. 

2.  Renaissance  Period:    Historical  studies  pursued  as 

auxiliary  to  the  interpretation  of  the  classics. 

3.  Post-Renaissance  Period  in  Europe. 

(a)  Heraldry  and  local,  contemporary  historical 
incidents  and  events  taught  in  Ritterake- 
demien  after  1648. 

(6)  In  Germany,  the  systematic  study  of  history 
in  schools  really  dates  from  about  1806,  though 
an  independent  status  was  given  history  in 
the  universities  (particularly  in  Gottingen) 
in  the  i8th  century. 

(c)  In  France,  historical  study  was  introduced  by 
Guizot  (about  1833)  but  received  no  great 
attention  until  after  i860,  though  there  was 
nominally  a  chair  of  history  in  the  College 
de  France  after  1769. 


10  Studies  in  High  School  Observation 

(d)  In  England,  none  but  incidental  attention 
was  given  historical  study  until  after  the 
middle  of  the  19th  centiiry,  though  there  was 
a  professorship  of  ancient  history  at  Oxford 
in  1622,  and  professorships  of  modern  history 
were  found  at  both  Oxford  and  Cambridge 
in  1724. 

4.  Historical  Study  in  America. 

(a)  History  was  taught  incidentally  by  professors 
of  philosophy  in  most  of  the  universities  from 
their  founding. 

(6)  Yale  had  a  professorship  of  ecclesiastical  his- 
tory in  1778-1795. 

(c)  Harvard  established  the  first  professorship  in 
history  (in  the  general  sense  of  the  term)  in 
1839,  Jared  Sparks  being  the  first  incumbent. 

(d)  Columbia  University  and  the  University  of 
Michigan  estabUshed  chairs  of  history  in  1857. 

(e)  Yale  established  a  chair  of  history  in  1865. 
(/)   The  first  seminary  in  history  was  estabUshed 

at  the  University  of  Michigan  in  1869  by 
Prof.  C.  K.  Adams. 

(g)  General  history  and  ancient  history  were 
found  in   normal  schools   after  about  1850. 

(h)  In  secondary  schools  (first  in  academies,  then 
later  in  high  schools)  history  was  taught  as 
a  separate  study  from  about  1830.  General 
history  or  ancient  history  received  almost 
the  sole  emphasis,  though  EngHsh  history  was 
sometimes  taught.  In  1847  Harvard  first 
began  the  practice  of  requiring  history  for 
admission. 


Studies  in  High  School  Observation  11 

{{)  History  work  in  elementary  schools  grew  out 
of  the  study  of  geography,  and  became  a 
separate  study  about  1845. 

(;')  Until  about  1893  the  only  course  given  really 
serious  attention  in  the  high  school  was  that 
of  Ancient  History  in  the  classical  course. 
The  coiirses  in  General  History,  EngHsh 
History  and  American  History  were,  for  the 
most  part,  bookish,  superficial,  and  devitalized. 

ik)  The  Madison  Conference  (instituted  by  the 
N.  E.  A.  in  1892)  gave  the  first  concerted 
impetus  to  the  serious  study  of  history  in 
American  pubHc  schools. 

(/)  The  Report  of  the  Committee  of  Ten  of  the 
N.  E.  A.  in  1893  contains  extensive  and  almost 
revolutionizing  suggestions  for  improving  the 
organization,  study,  and  presentation  of  his- 
tory in  the  schools. 

(m)  The  Report  of  the  Committee  of  Seven  of  the 
American  Historical  Association  in  1896  sup- 
plemented the  contemporary  efforts  at  reform. 

(«)  The  Report  of  the  Committee  of  Five  of  the 
American  Historical  Association  in  1907  em- 
bodied the  best  ideas  which  the  decade  had 
developed  looking  to  further  improvement  of 
historical  study  and  teaching. 

io)    The    Committee    of    Eight    has    still    more 
recently  sought  to  perfect  the  art  of  studying 
and  teaching  the  subject. 
VH.  Values  and  Aims  of  History. 
I.  Psychological. 

(a)  It  develops  the  power  of  constructive  imagi- 
nation   through    the    visualizing    of    scenes, 


12  Studies  in  High  School  Observation 

events,  and  characters,  and  the  effort  to  put 
oneself  back  into  the  past. 

(b)  It  trains  the  reasoning  faculty  through  the 
necessity  of  analyzing  data,  seeking  causes 
and  effects,  and  following  historical  develop- 
ment wherever  it  may  lead. 

(c)  It  develops  the  power  of  associative  memory 
through  the  necessity  of  bringing  facts  into 
their  essential  and  definite  relations. 

(d)  It  trains  the  judgment,  through  requiring  the 
mind  to  make  estimates  respecting 

(i)  The  probabiHty  of  the  fact  recorded. 

(2)  The  possibiHty  and  probabiHty  of  accurate 
statement  on  the  part  of  the  one  recording 
the  event. 

(3)  The  efficiency  of  the  adjustment  of  means 

to  ends. 

(4)  The  righteousness  of  the  act. 

(5)  The  motives  and  ideals  that  dominated 

the  act. 

(e)  It  develops  the  power  of  comparison  through 

demanding  attention  to  similarities  and  differ- 
ences in  motives,  agents,  means,  processes, 
events,  places,  dates,  and  results. 

(/)  It  develops  the  power  of  classification — of 
coordinating  and  subordinating  data. 

(g)  It  develops  the  habit  of  forming  generalizations 
from  detailed  facts. 

(h)  It  gives  a  real  conception  of  the  meaning  of 
time,  through  the  considerations  of  man's 
slow  evolution  in  social  relations. 


Studies  in  High  School  Observation  13 

{i)   It  gives  ability  to  take  a  large  view  of  life's 
affairs  and  interests, —  to  see  things  in  their 
essential  relations. 
Social,  Political,  and  Civic. 

(a)  It  gives  habits  of  analyzing  the  aims  and 
motives  of  men,  and  the  means  they  employ 
to  attain  their  ends,  i.e.,  it  gives  insight  into 
character  and  hence  makes  social  adjustment 
easier. 

(6)  It  develops  tolerance  for  the  opinions,  con- 
victions, and  ideals  of  others,  and  tends  to 
prevent  hard,  dogmatic,  and  uncompromising 
judgments  and  attitudes. 

{c)  It  gives  appreciation  of  the  civic  and  political 
institutions  of  to-day — their  origin,  develop- 
ment, and  purposes  —  and  hence  teaches  the 
rights  and  obHgations  that  are  inherent  in 
citizenship. 

(d)  It  inspires  patriotism  "through  arousing  noble 
emotions  that  revolve  about  inherited  respon- 
sibilities." ["A  study  of  the  times  that 
tried  men's  souls  tends  to  form  souls  that  are 
capable  of  enduring  trial." — Hinsdale.] 

{e)  It  reveals  the  slow  evolutionary  processes  that 
operate  in  social  life,  and  hence  tends  to 
encourage  one  to  put  himself  in  harmony 
with  the  laws  of  social  evolution  and  to  strive 
for  social  betterment  while  he  at  the  same  time 
is  patient  with  existing  conditions. 

(J)  It  breaks  down  provincialism  through  reveaUng 
the  relations,  common  traits,  and  interde- 
pendence of  one  community  with  another, 
and  one  nation  with  all  other  nations. 


14  Studies  in  High  School  Observation 

3.  Moral  and  Religious. 

(a)  It  habituates  to  weighing  motives  and  actions 
as  regards  their  righteousness. 

{b)  It  implants  ideals  of  personal  character  by 
disclosing  the  personal  qualities  and  moral 
accomphshments  of  men  and  women  who 
have,  in  large  ways,  affected  history,  and  who 
have  in  consequence  received  lasting  honor 
and  renown. 

(c)  It  teaches  us  to  see  something  of  the  intangible 
forces  that  override  personal  preferences  and 
hinder  the  direct  application  of  principles 
sincerely  held. 

(d)  It  inspires  a  love  of  truth. 

(e)  It  develops  charity  for  the  past ;  forbearance  for 
the  present ;  and  faith  and  hope  for  the  future. 

4.  .Esthetic  (appealing  to  the  sense  of  order,  beauty, 

and  proportion), 
(a)  It  stirs  to  an  appreciation  of  the  beauties  of 
man's  handwork  in  sculpture,  architecture, 
painting,  musical  and  literary  form,  industry 
and  commerce. 
6)  It  reveals  the  beauties  of  human  genius  in 
adapting  institutions  and  governmental  forms 
and  processes  to  desired  ends. 

(c)  It  refines  and  enriches  the  emotions  by  bringing 
them  into  contact  with  the  emotional  expres- 
sions of  the  race. 

(d)  It  develops  literary  expression,  and  a  taste 
for  good  reading. 

(e)  It  thrills  and  inspires,  and  incites  to  more 
thorough-going  efforts  to  attain  ideals  of 
proportion  and  order. 


Studies  in  High  School  Observation  15 

5.  Practical. 

(a)  It  aids  in  interpreting  many  allusions  in  litera- 
ture and  current  expressions. 

(6)  It  vitalizes  geography. 

(c)  It  gives  a  perspective  for  viewing  all  other 
branches  of  study,  and  hence  for  a  fairer 
comprehension  of  them. 

{d)  It  makes  the  experiences  of  travel  intelligible. 

(«?)  It  gives  a  fund  of  information  for  use  in  con- 
versation and  public  utterances. 

(/)  It  breaks  down  provincialism;  develops  toler- 
ation, sympathy,  and  human  interest;  and 
hence  makes  intercourse  with  fellowmen  more 
frictionless  and  cordial.     (See  Social  Value.) 

(g)  It  creates  an  interest  in  the  resources,  raw 
materials,  tools,  and  processes  of  one's  voca- 
tion, and  fosters  pride  and  contentment  with 
labor. 

{h)  It  explains  racial,  economic,  religious,  and  social 
cleavages  and  prejudices,  and  makes  for  a 
truer  democracy  of  feeUng. 

{i)  It  gives  insight  into  legal,  governmental,  and 
business  institutions  and  forms,  and  hence 
makes  easier  the  adjustment  to  governmental 
and  business  requirements.   (See  Social  Value.) 

6.  Cultural  or  Personal. 

(a)  It  gives  an  elevated  viewpoint  from  which 
better  to  observe  all  aspects  of  civilization 
to-day  and  thereby  to  comprehend  them 
more  fully. 

(6)  It  furnishes  an  inexhaustible  source  of  pleasure 
and  satisfaction  for  leisure  hours  and  for  the 
consolation  of  old  age. 


16  Studies  in  High  School  Observation 

Queries 
I.  Can  you  name  any  other  "values"  that  should  be 
included  in  the  study  of  history?  2.  Does  the  study  of 
history  yield  equal  value  in  each  of  the  groups  mentioned  ? 
3.  Which  one  of  the  groups  of  "values"  seems  to  you 
most  important  and  hence  should  receive  greatest  empha- 
sis? 4.  Can  you  suggest  other  items  under  each  group 
of  values?  5.  Illustrate  how  a  teacher  might  proceed 
to  exercise  the  power  of  (a)  imagination;  (b)  reasoning; 
(c)  memory;  (d)  judgment;  (<?)  comparison;  (/)  classifica- 
tion; (g)  generalization.  6.  From  your  observations  do 
the  teachers  consciously  strive  to  realize  these  values  in 
the  class?  7.  Do  the  teachers  seek  to  get  back  of  the 
records  of  events  and  to  discover  the  motives,  ideas,  and 
ideals  that  produced  those  events?  What  is  the  method 
used  to  do  so?  8.  Do  the  teachers  asstime  "hard,  dog- 
matic, and  uncompromising"  attitudes  toward  the  inter- 
pretation of  the  facts,  or  do  they  give  students  opportunity 
to  use  their  own  judgment?  9.  Does  it  seem  to  you  that 
students  really  do  put  themselves  back  in  imagination 
and  Hve  through  the  period  they  are  studying?  What 
is  the  secret  of  attaining  this  ideal?  10.  Are  students 
constantly  seeking  for  "causes"  of  the  historical  events? 
How  does  the  teacher  secure  this  effort?  11.  Are  the 
textbook  facts  remembered  largely  as  words,  or  do  the 
students  really  enter  into  the  spirit  and  significance  of 
them?  What  evidences  have  you  for  your  conclusions? 
12.  Does  rote  memory  or  associative  memory  receive  the 
emphasis?  13.  Does  the  teacher  correlate  the  history 
lesson  with  other  subjects  of  study?  If  so,  how  is  this 
done?  14.  Does  the  teacher  correlate  the  history  lesson 
with  the  life  interests  of  the  pupils?  If  so,  how  is  this 
done?     15.  Does  the   teacher   explain   the   institutions. 


Studies  in  High  School  Observation  17 

forms,  and  procedures  of  the  past  by  reference  to  their 
counterparts  of  to-day?  Are  such  interpretative  means 
employed  with  sufficient  frequency,  completeness,  variety, 
and  clearness?  i6.  Does  the  teacher  inspire  patriotism? 
If  so,  how  is  this  accomplished?  17.  Is  the  work  of  such 
a  character  that  students  are  infused  with  a  spirit  of 
toleration,  sympathy,  and  respect  for  others  outside  their 
immediate  circle  of  interest?  18.  Does  the  teacher 
encourage  the  weighing  of  motives  and  actions  with 
reference  to  their  righteousness?  Do  you  approve  of 
this  practice?  19.  Does  the  teacher  seek  to  have  the 
students  "be  like"  noble  characters  in  history?  What 
can  you  say  for  and  against  this  practice?  20.  Ought  the 
teacher  to  strive  consciously  to  use  history  to  develop 
ethical  ideas  in  pupils?  21.  How  does  history  exert  a 
religious  influence  on  its  students?  22.  Does  history 
"inspire  a  love  of  truth"  to  any  different  degree  than 
does  any  other  subject  of  study?  23.  Does  the  teacher 
seek  to  bring  out  the  aesthetic  values  of  history?  How 
does  she  do  so?  24.  Should  appeal  be  made  frequently 
to  the  emotional  side  of  pupils'  natures?  25.  Is  adequate 
opportunity  given  pupils  to  develop  literary  expression? 
How  is  this  done?  26.  Are  you  satisfied  that  a  taste 
for  historical  reading  is  being  developed  in  the  pupils? 
What  observations  make  you  think  as  you  do?  27. 
Does  the  teacher  so  conduct  the  class  work  that  the  "prac- 
tical values"  of  history  are  realized?  28.  Does  the  class 
really  appear  to  enjoy  the  work?  What  evidences  have 
you  of  this?  29.  Does  the  class  feel  that  the  recitation 
period  is  a  delight  or  a  bore?  What  evidences  have  you 
that  this  is  so?  30.  Which  phases  of  the  work  receive 
the  greatest  emphasis:  (a)  acquisition  of  facts,  (6) 
mental  training,  (c)  moral  training,  (d)  arousing  interest 


18  Studies  in  High  School  Observation 

in  independent  historical  study,  (e)  development  of  patri- 
otism and  public  spirit,  or  (/)  power  of  judging  men?  Do 
you  approve  of  this  distribution  of  emphasis?  31.  Which 
of  the  following  aims  should  the  teaching  of  history  in 
the  high  school  emphasize,  viz.,  (a)  giving  to  youths  the 
knowledge  and  power  for  the  right  interpretation  of  the 
civilizations  of  the  past,  (&)  assisting  youths  to  an  under- 
standing of  the  development  and  significance  of  present- 
day  civilizations  and  aiding  them  to  adjust  themselves 
to  these  civilizations ;  (c)  giving  a  perspective  from  which 
to  pre- view,  in  part,  the  trend  of  the  future  and  to  plan 
one's  career  accordingly?  32.  From  your  observations 
do  the  teachers  stress  the  events,  or  the  motives,  the 
ideals,  and  the  ideas  that  gave  rise  to  the  events  ?  What 
would  be  your  aim  here?  33.  Of  what  does  thinking 
consist?  34.  Are  pupils  in  the  classes  observed  expected 
to  think  for  themselves?  Are  they  encouraged  to  express 
their  personal  reactions  to  the  facts  presented?  35.  What 
guiding  principle  should  a  high  school  teacher  or  textbook 
writer  set  for  himself  in  selecting  from  the  infinite  mass 
of  data  recorded  the  material  to  be  used  in  the  high  school, 
(a)  that  which  reveals  the  development  of  personal 
liberty — political,  reHgious,  economic;  (b)  that  which 
reveals  the  development  of  democratic  institutions; 
(c)  that  which  reveals  the  growth  of  altruism  or  the 
humanitarian  spirit;  (d)  that  which  reveals  the  develop- 
ment of  commerce,  industry,  and  finance;  (e)  that  which 
reveals  the  development  of  thought  and  the  institutions 
that  aim  to  develop  and  train  it;  or  (/)  that  which  reveals 
the  development  of  social  relations  and  activities? 

VIII.  Elements  of  History. 

I.  Time  Element:    The  when,  or  chronology. 


Studies  in  High  School  Observation  19 

(a)  Units  of  measurement:  day,  month,  year, 
decade,  century,  administration,  sovereignty, 
ministry,  epoch,  era,  and  the  unit  determined 
by  the  movement  of  the  events  themselves  as 
they  naturally  cohere. 

(6)  Dates  as  agencies  for  assigning  definite  position 
in  time. 
Place  Element :    The  where,  or  geography. 

(a)  Units  of  location:  continent,  nation,  empire, 
kingdom,  state,  section,  region,  district,  town, 
city,  county,  and  the  geographical  groups  or 
centers  formed  by  the  events  themselves  as 
they  cohere. 
Physical  Element : 

(a)  Climate  and  meteorology  affecting 

(i)  Character  of  the  people. 
(2)  Occupations. 

(b)  Topography,  affecting 

(i)  Movement  of  races,  armies,productions,etc. 

(2)  Size  and  boimdaries  of  states. 

(3)  Location  and  character  of  cities. 

(4)  Industries. 

(5)  Trade  and  transportation. 

(c)  Natural  resources,  soil,  and  products,  affecting 

(i)  Livelihood. 

(2)  Character  of  people. 

(d)  Violent  and  infrequent  phenomena  of  nature, 
earthquakes,  storms,  eclipses,  comets,  vol- 
canic eruptions,  etc.,  affecting 

(i)  Behefs  and  actions  of  people. 
Human  Element. 
(a)  The  national  or  race  spirit. 
(6)  The  religious  emotions  and  aspirations. 


20  Studies  in  High  School  Observation 

(c)  The  sentimental  interests. 

(d)  The  Zeitgeist  or  spirit  of  the  age. 

(e)  The  genius  of  individuals. 
5.  Superhuman  Element. 

(a)  The  moral  order  in  the  universe,  or  the  seeming 
law  that  rules  thoughts,  feelings,  and  actions 
of  men — the  law  of  cause  and  effect. 

Queries 

I.  Which  time-imits  are  most  commonly  used  in  the 
classes  you  have  observed?  Do  you  approve  of  the  cus- 
tom? 2.  What  advantage  is  gained  from  the  use  of  such 
units  over  what  is  gained  in  using  other  units?  3.  Are 
there  any  of  the  units  mentioned  that  ought  to  be  used 
sparingly,  if  at  all?  4.  Does  the  teacher  observed  stress 
dates  sufficiently?  Does  she  over-stress  them?  5.  Un- 
der what  circumstances  should  a  date  be  learned? 
6.  What  is  the  best  method  of  getting  pupils  to  remember 
dates?  7.  How  many  dates  ought  to  be  reqmred  in  any 
coiurse  in  history  in  the  high  school?  8.  What  principle 
of  selection  ought  to  guide  in  the  choice?  9.  Is  it  wise 
to  require  the  learning  of  some  dates  for  the  recitation 
period  only  with  the  expectation  that  they  shall  then 
fade  from  the  mind?  10.  Is  it  wise  to  drill  on  dates 
frequently?  11.  What  is  the  value  of  memorized  dates? 
12.  What  would  be  your  views  respecting  the  following 
list  of  dates  (learned  in  their  full  significance)  as  the  only 
fixed  required  dates  for  the  entire  high  school  course: 
B.C.  1000;  776;  594;  500;  459;  323;  264;  146;  59;  31;  A.D. 
313;  395;  476;  527;  622;  732;  800;  843;  962;  1066;  1095; 
1215;  1400;  1453;  1492;  1517;  1588;  1598;  1603;  1609; 
1620;  1648;  1688;  1776;  1789;  1815;  1830;  1848;  1861; 
1867;  1871;  1898.     13.  Does  the  teacher  always  seek  to 


Studies  in  High  School  Observation  21 

connect  historical  events  with  geography?  14.  Is  such 
connection  real  or  merely  verbal?  15.  What  methods 
are  used  to  bring  about  this  permanent  association  of 
event  and  place  in  the  minds  of  the  pupils?  16.  What 
"imit  of  location"  is  chiefly  used?  Is  this  wise? 
17.  What  is  the  real  importance  of  stressing  geography 
while  studying  history?  18.  Are  students  expected  to 
make  use  of  outline  maps?  19.  How  many  such  maps 
does  each  student  make  during  the  semester?  20.  Are 
the  maps  made  during  given  recitation  periods  under 
the  supervision  of  the  teacher,  or  at  the  convenience  of 
the  students?  Which  is  the  better  plan?  21.  Do  the 
students  devote  much  time  to  map-making?  22.  Do 
they  merely  "color"  the  map,  or  do  they  fill  in  all  impor- 
tant geographical  and  historical  items?  23.  Are  maps 
ever  drawn,  roughly,  on  the  blackboards  by  either  teacher 
or  pupils?  If  so,  is  there  decided  merit  in  so  doing? 
24.  Are  wall  maps  used  frequently?  If  so,  who  indicates 
locations  —  teacher  or  pupils?  25.  Is  it  advisable  to 
conduct  the  class  in  person  to  near-by  historic  places? 
26.  Would  it  be  wise  to  employ  analogously  formed 
geographical  territory  that  is  familiar  to  the  students  to 
vivify  and  interpret  far-distant  historical  places?  27. 
Does  the  teacher  seek  to  impress  the  importance  of 
"physical  elements"  in  shaping  history?  28.  Does  the 
teacher  emphasize  this  element  of  history  sufficiently? 
29.  How,  in  detail,  can  such  influences  be  revealed  to 
high  school  students  so  that  their  real  significance  can 
be  recognized?  30.  Is  the  significance  of  national  or 
race  spirit  in  producing  history  sufficiently  emphasized 
by  the  teacher?  31.  Can  you  give  an  illustration  of 
its  notable  operation?  32.  Has  the  influence  of  rehgious 
emotions  and  aspirations  been  shown  by  the  teacher  in 


22  Studies  in  High  School  Observation 

its  full  significance?  33.  Can  you  give  an  illustration 
of  the  complete  modification  of  history  because  of  * '  senti- 
mental interests  "  ?  34.  Are  such  modifications  somewhat 
common  and  important?  35.  Does  the  teacher  impress 
this  fact  upon  his  pupils?  36.  Does  the  teacher  make 
clear  the  significance  of  the  Zeitgeist,  or  spirit  of  the  age, 
in  shaping  history?  37.  How  much  attention  is  given 
to  the  study  of  notable  characters  in  history?  38.  Ought 
biography  to  occupy  a  more  important  place  in  the  high 
school  course  in  history?  39.  How  is  such  study  secu.red 
in  the  school  you  have  observed, — through  collateral 
readings  by  the  class,  individual  reports,  or  incidental 
classroom  discussions?  40.  Does  the  teacher  sufficiently 
stress  the  fact  that  all  history  is  but  the  operation  of 
cause  and  effect?  41.  Are  students  required  to  seek 
for  causes  back  of  the  events?  42.  Are  students  encour- 
aged and  expected  to  trace  causes  through  the  various 
sequences  of  effects? 
IX.  Methods  of  Approach  to  the  Study  of  History. 

1.  Chronologically,  since  there  is  a  continuity  in  the 

subject,  and  cause  precedes  effect.  "The  child- 
hood of  history  is  best  for  the  child,  the  boyhood 
of  history  for  the  boy,  the  youthhood  of  his- 
tory for  the  youth,  and  the  manhood  of  history 
for  the  man." — S.  5.  Laurie,  Sch.  Rev.  4:650. 

2.  Counter-chronologically,  i.e.,  from  the  present  time 

and  immediate  surroundings  to  remote  ages  and 
distant  peoples. 

3.  Spirally,  i.e.,  covering  the  entire  field  of  study  in 

an  elementary  manner;  then  repeating  the  course 
on  a  more  advanced  plane;  then  taking  up  the 
work  a  third  and  foiirth  time,  supplementing  and 
expanding  with  each  new  attack. 


Studies  in  High  School  Observation  23 

4.  Biographically,  i.e.,  by  means  of  biographies  only. 

5.  Topically,  i.e.,  tracing  the  development  of  partic- 

ular elements  in  history,  continuously  and  uninter- 
ruptedly, from  the  early  stages  to  complete  forms. 

Queries 
I .  Which,  to  you,  seems  the  best  approach  to  the  study 
of  history?  2,  May  several  of  the  above-mentioned 
modes  be  employed  simultaneously?  3.  Is  it  largely 
true  that  the  personal  or  biographic  appeals  most  to  the 
child;  the  speculative,  to  the  boy;  the  vitally  and  con- 
cretely constructive,  to  the  youth;  and  the  critical 
and  philosophical  to  the  adult?  If  so,  what  should  be 
the  character  of  the  work  in  history  in  the  high  school? 

X.  The  Process  of  Learning  History. 

1.  Acquiring  and  relating  detailed  facts. 

2.  Formiilating  a  mental  picture  of  the  events. 

3.  Analyzing  the  conditions  and  determining  the  vital, 

distinguishing  characteristics. 

4.  Getting  back  of  the  outer  forms,  visible  expression, 

or  the  vital  facts  to  the  real  life  of  the  people — 
their  ideals,  ideas,  emotions,  and  beliefs. 

5.  Discovering  the  motives  that  produced  the  events 

considered. 

6.  Deducing   the   principles   that   operate   in   himian 

relations. 

7.  Applying  those  principles  to  contemporary  civili- 

zation to-day,  and  foreshadowing  the  probable 
trend  of  society  in  the  future. 

8.  Holding   consciously   to   the   fact   that   history   is 

dynamic,  not  static,  i.e.,  that  all  historical  material 
constitutes  a  imity  that  is  revealed  under  the  two 
laws  of  continuity  and  differentiation. 


24  Studies  in  High  School  Observation 

"There  are  no  breaks  or  leaps  in  the  Hfe  of  a 
people.  Development  may  hasten  or  may 
slacken,  and  may  seem  to  cease  for  a  time, 
but  it  is  always  continuous;  it  always  pro- 
ceeds out  of  antecedent  conditions,  and  if 
it  be  arrested  for  a  time  it  begins  again  at  the 
point  where  it  ended. 

"Since  the  essence  of  history  is  the  real  life  of  a 
people  —  their  ideas  and  feelings  —  history 
develops  as  ideas  and  feelings  develop.  But 
thoughts  and  feelings  never  exhibit  them- 
selves repeatedly  in  the  same  forms,  but  take 
on  new  modes  of  expression  in  the  very  process 
of  growth." — Mace. 

Queries 
I.  Does  the  teacher  observed  lay  emphasis  on  details 
as  ends  in  themselves  or  as  means  to  other  ends?  2.  Is 
there  a  "richness"  of  details  or  is  there  a  dearth  of  them? 
3.  Are  details  presented  in  a  vivid  manner,  with  many 
gripping  tentacles,  or  are  they  set  forth  in  bold,  iminter- 
esting  forms  only?  4.  Are  the  details  intimately  fused  or 
correlated?  5.  Is  effort  made  to  get  each  pupil  to  develop 
a  mental  picture  of  the  scene  represented  by  the  details? 
6.  When  the  image  is  fashioned,  is  an  effort  made  to 
discriminate  and  to  abstract  the  dominant  character- 
istics? 7.  Is  effort  made  to  get  at  the  spirit  of  the  his- 
torical fact,  and  to  discover  the  motives  that  operated 
to  produce  it?  8.  Are  generalizations  and  principles  of 
human  thought,  feeling,  and  conduct  deduced  from  the 
study?  9.  Is  effort  made  to  test  the  validity  of  such 
principles  among  social  relationships  of  to-day?  10. 
Does  the  teacher  make  history  appear  what  it  is,  i.e.,  a 


Studies  in  High  School  Observation 


25 


ceaseless  development,  a  unity,  or  does  she  leave  the 
impression  among  the  pupils  that  history  is  a  mass  of 
disconnected  dead  facts? 

XI.   The  Organization  of  History  in  High  Schools. 


Plan  i 

iSh  Grade  iG^^^^'^^H^^^^^y 
nth  Grade)  »„    •        tt    ^ 
l2thGradei^"'^""^^"^''^°'"y 

Plan  4 

9th  Grade    Loc.  Hist.,  Civics 
and  Industries 


loth  Grade    Ancient  History 

nth  Grade    Med.  &  Mod. Hist. 
I2th  Grade    U.S. Hist. &Civics 


Plan  2 

Ancient  History 
Med.&Mod.Hist. 
English  History 
U.S.Hist.&  Civics 

Plan  5 
Ancient  History 


Med.&Mod.Hist. 

j  Eng.  History  J 
(  U.  S.  History  § 
j  U.  S.  History  ^ 
I  Civics  § 


Plan  3 

Anc.&  Med.  Hist. 
Modern  History 
U.S.Hist.&  Civics 

Plan  6 

Recent  History 
Local  Civics 
Local  Indust. 

I  Indust.  Hist.  | 

(  Commer.Hist.  3 
Ancient  History 

Mod.  &  Med.  or 
Eng.  History 

U.  S.  History 
Civics 


Queries 
I.  Which  of  the  above  plans  appeals  to  you  most? 
Why  so?  2.  What  is  the  plan  of  organization  in  the 
school  observed?  3.  What  courses  are  prescribed,  and 
what  are  elective?  Do  you  approve?  4.  How  many 
recitation  periods  per  week  are  allotted  to  the  work  in 
each  course?  Is  this  wise?  5.  Is  there  one  period  per 
week  devoted  to  "unassigned"  or  "unprepared"  class 
work?  6.  If  so,  how  is  the  period  employed?  7.  Do 
you  approve  of  such  a  period  as  a  regular  feature  of  the 
cotirse?  8.  What  justification  is  there  in  maldng  the 
first  year's  work  consist  of  "Local  History,  Civics,  and 
Industries"?  9.  What  argument  is  there  for  placing 
Ancient  History  in  the  12th  grade,  and  making  it  an 
elective  study?     10.  Is  the  work  in   Advanced   Civics 


26  Studies  in  High  School  Observation 

presented  in  a  separate  course,  or  is  it  correlated  and 
interwoven  with  the  work  in  U.  S.  History?  ii.  What 
arguments  can  you  give  for  and  against  the  practice? 
12.  What  is  the  scope  and  aim  of  each  of  the  courses  of 
history  you  have  observed? 

XII.  The  History  Teacher's  Preparation  and  Equipment. 

1.  Has  the  teacher  the  kind  of  personahty  you  could 

wish  for  yourself? 

2.  Is  her  voice  melodious  and  pleasing? 

3.  Has  she  winsome  manners? 

4.  Is  she  sympathetic  with  her  students? 

5.  Does  she  show  distinctive  qualities  of  leadership? 

6.  Has  she  evidently  had  a  good  general  training  in 

literatxire,    sociology,    philosophy,    biology,    and 
psychology? 

7.  Has  she  evidently  had  extensive  and  special  train- 

ing in  history  and  political  science? 

8.  Has  she  had  professional  training  in  educational 

psychology,  history  of  education,  methods,   and 
general  administration  of  school  work? 

9.  Is  she  tied  to  the  textbook? 

10.  Does  she  have  a  fund  of  explanatory  and  illustra- 

tive material  at  her  command? 

11.  Is  she  accurate,  positive,  and  confident? 

12.  Has  she  a  sense  of  htimor  and  of  the  fitness  of 

things?    Has  she  self-control,   or  does    she,    for 
example,  use  sarcasm  and  ridicule? 

13.  Has  she  clearly  prepared  herself  anew  for  the  lesson 

in  hand?    What  evidences  have  you  of  this? 

14.  Does  she  inspire  her  pupils?    How? 

15.  Is  there  good  discipline?    If  so,  how  is  it  secured? 


Studies  in  High  School  Observation  27 

i6.  Does  the  teacher  seem  to  be  familiar  with  local 
history,  local  geography,  and  both  local  and 
general  industrial,  political,  and  social  conditions? 

17.  Does  she  seem  to  be  familiar  with  the  local  library 

and  its  equipment? 

18.  Does  she  know  her  pupils  —  their  interests,   home 

life,  and  ambitions? 

19.  Does   she    possess   enthusiasm,    energy,   optimism, 

sympathy,  imagination,  force,  incisiveness,  tact, 
judgment,  geniality,  social  graces,  courtesy,  and 
kindliness? 

20.  Does  she  grasp  the  subject  in  its  unity  and  entirety? 

21.  Can  she  tell  a  tale  simply  and  pleasingly? 

22.  Is  she  interested  in  current  events? 

23.  Does    she   possess  a  clear   insight    into  character 

and  life? 

24.  Has  she  traveled? 

XIII.  The  PupiVs  Preparation  and  Equipment. 

1.  Have  the  pupils  evidently  had  a  good  elementary 

school  training? 

2.  Do  the  pupils  give  evidence  of  having  had  previous 

historical  training  in  the  high  school?  What  is 
the  basis  of  yotir  conclusion  ? 

3.  Have  the  pupils  thoroughly  prepared  for  the  day's 

recitation? 

4.  Have  they  apparently  confined  themselves  to  the 

text,  or  have  they  gone  outside  this  for  material? 

5.  Have    they   "studied    the    lesson    together"?     Do 

you  approve  of  such  study? 

6.  If  pupils  show  they  have  not  sought   to  prepare 

the  lesson  well,  what  procedure  does  the  teacher 
follow?    Do  you  approve? 


28  Studies  in  High  School  Observation 

7.  Have  the  pupils  "outlined  the  lesson"?     Is  it  well 

that  they  should  do  so? 

8.  Apparently,  have  the  pupils  been  shown  how  to 

study,  i.e.,  how  to  prepare  the  work  most  advan- 
tageously?   What  was  the  mode  of  doing  this? 

9.  Have  the  pupils  attacked  the  lesson  because  it  was 

made  to  appear  vital  to  the  solution  of   some 
really  interesting  problem? 

10.  Have  the  pupils  really  gotten  behind  the  facts  to 

the  spirit  of  the  movement? 

1 1 .  Have  the  pupils  apparently  attempted  to  correlate 

geography    with    the    history?    What    evidences 
have  you  of  this? 

12.  Have   the  pupils   acquainted   themselves  with   all 

unusual  words  and  phrases  used  in  the  text? 

XIV.  The  Classroom. 

1.  Is  there  anything  distinctive  about  the  classrooms 

you   have   observed   that   suggests   their   special 
uses? 

2.  Are  sittings  arranged  in  fixed  and  regular  forms, 

or  is  it  possible  for  the  class  to  gather  about  the 
teacher's  chair  in  a  "social"  group? 

3.  Are  there  good  wall  maps  in  the  room? 

4.  Are   there   atlases,   globes,   and   geographical    dic- 

tionaries at  hand? 

5.  Are  there  reference  books  of  common  use? 

6.  Does   the  teacher's  desk  contain  copies  of   text- 

books other  than  the  text  in  chief? 

7.  Are  there  sufficient  good  blackboards? 

8.  Is  there  a  stereopticon? 

g.  Does  the  school  provide  an  adequate  number  of 
stereopticon  slides? 


Studies  in  High  School  Observation  29 

10.  Are  the  walls  adorned  with  historical  pictures  or 

other  historical  materials?  Is  there  a  "museum 
of  history"  in  the  room? 

11.  Are  pupils  encouraged  to  beautify  the  room  with 

significant  objects  of  historical  interest? 

XV.  The  Assignment  of  the  Lesson. 

1.  Is  the  assignment  given  sufficient  attention  by  the 

teacher? 

2 .  Is  it  made  at  the  beginning  of  the  recitation  period 

or  near  the  close?  What  advantages  and  disad- 
vantages does  each  practice  offer? 

3.  Does  the  assignment  take  into  consideration  the 

character  of  the  work  to  be  studied?  In  what 
ways  is  this  true? 

4.  Does  the  assignment  vary  with  the  stage  of  advance- 

ment of  the  students?    How? 

5.  Does  it  "blaze  a  way,"  so  to  speak,  through  the 

mass  of  facts  so  that  the  pupils  really  glimpse  the 
significance  of  the  material  before  them,  and  are 
stimulated  to  attack  it? 

6.  Does  it  raise  real  problems   for   the   students   to 

solve? 

7.  Does  it  suggest  too  much  or  too  little? 

8.  Does  it  take  individual  differences  sufficiently  into 

account? 

9.  Does  it  include  material  outside  the  textbook? 

10.  If  so,  is  the  material  well  chosen  and  clearly  indi- 

cated? 

11.  Does  the  assignment  correlate  the  textbook  material 

with  contemporary  life  and  with  the  experiences 
of  the  pupils? 


30  Studies  in  High  School  Observation 

12.  Is  the  assignment  made  so  clearly  and  definitely 

that  all  pupils  thoroughly  imderstand  what  it  is? 
What  evidences  have  you  that  such  is  the  case? 

13.  Is  the  assignment  too  long  for  adequate  preparation? 

14.  Does  it  contemplate  that   the  pupils  will  devote 

"home  study"  to  it? 

15.  How  much  time  ought  the  assignment  to  require 

of  a  moderately  good  student?     Is  this  adequate? 

16.  Does    the   assignment   suggest    what    portions    of 

the  text  are  to  be  touched  upon  lightly,  what  to 
be  studied  for  appreciation  only,  what  to  be 
critically  studied  and  mastered? 

17.  Does  ;the  assignment  include  a  "review"  of  pre- 

vious work?    How  much? 

18.  Does  the  assignment  stress  dates  too  much? 

19.  Is  the  assignment  made  with  enthusiasm  and  in- 

terest, and  does  it  thus  at  once  strike  a  responsive 
chord  in  the  pupils? 

XVI.  The  Study  Lesson. 

1.  Are  pupils  encouraged  to  follow  a  definite  daily 

schedule  in  studying  their  lessons?  Do  you 
advise  this? 

2.  Is  there  supervised  study  in  the  school? 

3.  What  is  the  nature  of  the  supervision  given  in  such 

a  period? 

4.  Judging  from  results,  have  the  pupils  made  good 

use  of  their  study  periods? 

5.  Is  there  in  the  school  a  weekly  period  for  consul- 

tation and  advice? 

6.  If  pupils  are  absent  from   school,   is  opporttmity 

given  for  "making  up  work " ?  How  is  this  admin- 
istered so  far  as  the  study  of  history  is  concerned? 


Studies  in  High  School  Observation  31 

7.  Is  there  ever  provided   a   period   for   "unassigned 

work"? 

8.  If  so,  how  is  the  period  employed? 

9.  Just  what  is  the  secret  of  getting  pupils  to  study 

their  lessons? 

10.  Are  pupils  encouraged  to  outline  the  lesson? 

11.  Are  they  encouraged   to  make  personal   notes   on 

the  margin   of   the   textbook   pages?    Are   they 
shown  how  to  annotate? 

12.  Are  they  advised  to  use  notebooks?     If  so,  what 

is  the  character  of  these? 

13.  Do  pupils  seem  merely  to  try  to  "learn  the  text" 

or  really  to  comprehend  the  spirit? 

14.  Can  you  suggest  ways  and  means  of  making  the 

study-lesson  more  beneficial? 

15.  Does  the  teacher  sometimes  require  abstracts  to  be 

made  in  order  to  teach  selection  of  important 
points? 

XVII.  The  Recitation  Lesson. 

1.  Does  the  class  enter  the  room  in  a  happy,  expectant 

state  of  mind,  or  does  it  appear  as  though  it  were 
about  to  imdergo  a  disagreeable  operation? 

2.  Does  the  class  come  to  "attention"  as  soon  as  the 

signal  is  given? 

3.  Is  the  aim  of  the  day  clearly  set  forth?    Who  does 

it,  the  teacher  or  the  pupils? 

4.  Does  the  work  of  the  day  seem  to  grow  out  of  some 

previous  discussions  or  conclusions? 

5.  Are  the  "five  formal  steps"  followed? 

6.  Is  emphasis  placed  on  information,  drill,  review, 

testing,  or  historical  mindedness? 

7.  Does  the  work  have  balance  and  proportion? 


32  Studies  in  High  School  Observation 

8.  Is    there   interest    and    attention?     What    is    the 

secret  of  it? 

9.  Are  questions  clear,  concrete,  and  definite? 

10.  Is  appeal  made  to  more  than  one  sense,  i.e.,  audile, 

visual,  tactile,  muscular? 

11.  Does  the  teacher  really  gmde  and  lead,  or  does  she 

carry  most  of  the  burden  ? 

1 2 .  Do  the  pupils  cooperate  as  a  team — each  seeking  to 

contribute  his  portion  freely  and  all  aiming  to 
attain  a  definite  goal? 

13.  Does  the  recitation  take  on  the  spirit  of  comrade- 

ship,  i.e.,   of  courteous  and  familiar   discussion? 

14.  Is  the  lesson  enlivened  by  means  of  anecdotes,  illus- 

trations, stories,  dramatic  postures,  readings,  etc.  ? 

15.  Is  the  history   lesson   correlated   with   geography, 

English,  foreign  language  study,  science,  manual 
training,  and  other  school  studies? 

16.  Is  it  correlated  with  the  common  life  experiences 

of  the  pupils,  and  with  the  important  contem- 
porary institutions  and  interests  of  to-day? 

17.  Are   criticisms    by    the    teacher    made   sufficiently 

frequent  and  direct  to  make  pupils  careful,  but 
not  so  frequently  and  pointedly  as  to  discourage 
pupils  ? 

18.  Are  pupils  expected  to  present  a  connected  accovint 

of  the  topics  studied  and  to  do  this  in  a  clear, 
forceful,  logical  manner? 

19.  Are  dates   and   other   mere   facts  properly  subor- 

dinated to  the  real  ideas  for  which  they  stand? 

20.  Are  the  salient  points  of  the  lesson  collected  and 

tabulated  as  the  lesson  proceeds? 

21.  Is  this  done  by  the  teacher,  or  by  the  pupils,  or 

by  both? 


Studies  in  High  School  Observation  33 

22.  Do  pupils  show  by  their  attitude,  facial  expression, 

and  responsiveness  that  they  are  satisfied  with 
the  recitation  as  it  progresses? 

23.  Are  formal  debates  and  informal  discussions  ever 

permitted  in  the  class? 

24.  Is  use  made  of  the  dramatic  powers  of  pupils  to 

interpret  and  assimilate  history? 

25.  Are  visits  with  the  class  made  to  places  and  insti- 

tutions of  historic  interest? 

26.  Are    mock    elections    and   other    civic   procedures 

allowed? 

27.  Is  map  drawing  required?     If  so,  is  the  work  done 

in  class  under  the  supervision  of  the  teacher,  or 
at  the  pleasure  and  convenience  of  the  pupils? 

28.  Is  the  stress  laid  on  artistic  effects  in  map  drawing, 

or  on  a  graphic  presentation  of  the  facts  in  their 
relations? 

29.  Is  any  use  made  of  genealogical  tables  or  historical 

charts?    What  value  is  there  in  so  doing? 

30.  Does  the  teacher  demand  thoroughness,  complete- 

ness, and  clearness  in  the  recitation  of  the  pupils, 
or  does  she  accept  vague,  incomplete,  and  general 
statements? 

3 1 .  Does  she  interrupt  the  pupils  while  they  are  reciting, 

or  wait  until  they  are  through  before  commenting 
or  criticizing?  Does  she  ask  other  pupils  to 
criticize? 

32.  Is  the  teacher  alert,  vivacious,  enthusiastic? 

33.  Is  she  herself  thoroughly  interested  in  the  work  of 

the  day? 

34.  Is  there  unexpected  variety  in  the  class  procedure? 

35.  Does  the   teacher   seem    to   enjoy  clean,  harmless 

jokes  and  amusing  incidents  with  her  pupils? 


34  Studies  in  High  School  Observation 

36.  Is  everybody  "into  the  game"  all  the  time? 

37.  Is  the  aim  of  the  recitation  kept  constantly  before 

the  class? 

38.  Is  there  steady  progress  toward  it? 

39.  Does  the  teacher  praise  discriminatingly  the  good 

efforts  of  the  pupils? 

40.  Is  the  teacher  at  all  times  a  friend  of  the  pupils? 

41.  Is    a    definite,    clear    summary   of    the   significant 

points  of  the  lesson  made  by  the  teacher  at  the 
close  of  the  period? 

42.  Are   important   generalizations   formed,  and   valid 

principles  deduced  ? 

43.  Is  the  fifth  formal  step  (that  of  appHcation)  taken? 

If  so,  how  is  it  done?  < 

44.  Has  the  recitation   period   seemed  short  or  has  it 

been  a  long,  tedious  hour? 

45.  Do  pupils   leave  the   room  with  faces   aglow   and 

minds  keyed  to  earnest  thought,  or  do  they  seem 
to  go  as  if  freed  from  a  prison? 

46.  Do  pupils  comment  on  the  day's  work  as  they  pass 

out?     Are    such    comments    favorable    or    unfa- 
vorable? 

47.  Is  the  pupil's  judgment  here  of  any  great  weight? 

48.  How   does   the  teacher   busy  herself   between  the 

change  of  classes? 

49.  Has  the  work  been  such  as  to  make  pupils  inter- 

ested in  pursuing  the  study  of  history  for  them- 
selves? 

50.  Has  the  work  been  such  as  to  help  pupils  to  think 

for  themselves,  to  be  accurate,  to  be  resourceful, 
to  develop  the  historical  habit  of  mind? 

51.  What  was    the    chief    weakness  of    the  recitatioa 

period? 


Studies  in  High  School  Observation  35 

52.  Did  pupils  rise  and  recite  by  topic? 

53.  Did  pupils  outline  the  lesson  and  then  talk  from 

their  outlines?     What  value  has  this? 

54.  Were  mnemonic  devices  used?     If  so,  was  advan- 

tage gained  thereby? 

XVIII.  The  Review  Lesson. 

1.  Is  there  a  stated  time  for  "reviews"?     If  so,  how 

long  is  the  time  devoted  to  reviews?     Is  this  wise? 

2.  Is  the  review  lesson  really  a  new  view  of  the  sub- 

ject matter,  or  merely  a  going  over  the  material 
a  second  time? 

3.  Are  definite  unifying  questions  given  out  for  guid- 

ance of  pupils  in  preparing  for  the  review  lesson? 

4.  Is  the  review  lesson  conducted  orclly  or  in  written 

form? 

5.  Is  there    interest  and    enthusiasm    in  the    review 

lesson? 

6.  What  seems  to  be  the  purpose  of  the  review  lesson — 

to  drill,  to  test,  or  to  organize  the  material  in  new 
connections  ? 

7.  Is  the  final  review  worth  while,  or  can  the  same 

results  be  obtained  by  constant  daily  reviewing? 

8.  Do  pupils  make  comparisons,  judgments,  reactions? 

9.  Does  the  teacher  employ  any  but  the  large  organ- 

izing questions  while  carrying  on  the  review? 
10.  Are  review  questions  of  the  kind  that  will  confront 
the  pupils  in  real  Ufe? 

XIX.  The  Lesson  in  Civics. 

1.  Does  instruction  in  civics  occupy  a  separate  period 

or  separate  term  in  the  history  work?. 

2.  Is  a  special  textbook  used? 

3.  How  much  time  is  devoted  to  civics? 


36  Studies  in  High  School  Observation 

4.  On  what  phase  of  civics  is  emphasis  laid — national, 

state,  or  local? 

5.  Is  the  civics    instruction    closely    correlated    with 

history? 

6.  Is  it  vitalized  by  visits  to  contemporary  govern- 

mental institutions? 

7.  Are  current  political  events  employed  to  illustrate 

the  course? 

8.  Is  the  class  encouraged  to  organize  as  a  civic  or 

political  body? 

9.  Are   governmental    forms    and    practices    brought 

into  the  school  work? 

10.  Is  emphasis  placed  too  much  on  details  or  is  effort 

made  to  get  back  of  practices  to  discover  the 
origin,  development,  and  purpose  of  such  prac- 
tices? 

11.  Are  there  mock  elections,  court  trials,  debates? 

XX.  Some  Principles  of  History  Dogmatically  Stated. 

1.  "A  people's  life  of  thought  and  feeling  obeys  the 

law  of  continuity  and  of  differentiation.  The 
law  of  continuity  means  there  are  no  breaks  or 
leaps  in  the  life  of  a  people.  Development  may 
hasten  or  slacken  and  may  cease  for  a  time,  but  it 
is  always  continuous;  the  law  of  differentiation 
means  that  thoughts  and  feelings  of  a  people  take 
on  new  forms  in  the  process  of  growth." — Mace. 

2.  History  is  an  evolution  —  a  continuous  movement, 

and  causes  always  precede  effects. 

3.  The  historical  attitude  is  this:    Ascertainment  of 

facts,  interpretation  of  actions,  investigation  of 
motives,  but  regarding  all  events  as  "portions 
of   human  life." 


Studies  in  High  School  Observation  37 

4.  The  notable  characteristics  of  the  19th  century  are: 

(a)  Rise  of  nationaHty. 

(6)  Struggle  for  constitutional  government. 

(c)  Enthusiasm  for  natural  science. 

{d)  Development  of  the  doctrine  of  evolution. 

{e)  Industrial  changes. 

(/)  Economic  theory  and  reform. 

Hence,  the  study  of  history  demands  that  such 
items  shall  be  discovered  as  explain  and  sup- 
port these  elements. 

5.  It   is   desirable   to   develop  the  historic  sense  by 

working  outward  from  the  industrial  activities  of 
the  commtmity. 

6.  It  is  necessary  to  reduce  diversity  to  unity. 

7.  "What  is  logically  first  in  a  subject,  i.e.,  the  law 

or  principle,  comes  last  into  the  possession  of  the 
unfolding  mind." 

8.  "The  worst  possible  form  of  education  is  an  abor- 

tive education  —  one  that  falls  back  on  some 
mysterious  disciplinary  claim  for  its  justification 
— as  if  there  were  any  true  discipline  in  failing  to 
master  a  subject." 

9.  "History  shows  that  men's   actions  are  governed 

by  some  kind  of  calculable  law."  The  problem 
is  to  discover  these  laws. 

XXI.  Some  Positive  Guides  and  Suggestions. 

1.  Clearly  set  forth  the  problem  to  be  investigated. 

2.  Discover  the  facts  that  bear  upon  this  problem — 

but  only  the  significant  facts. 

3 .  Relate  the  facts  to  each  other. 

4.  Formulate  a  mental  picture  of  the  events  or  scenes. 


38  Studies  in  High  School  Observation 

5.  Seek  to  discover  the  causes  that  He  back  of  the 

facts — the  geographical,  meteorological,  geological, 
biological,  physiographic,  and  human. 

6.  Seek  to  discover  the  motives,  interests,  and  inten- 

tions of  men  and  societies  in  producing  the  events. 

7.  Seek   to   discover   the   means  employed  to  realize 

or  attain  the  ideal,  motive,  or  purpose. 

8.  Seek   to   trace   the   results  —  both  immediate  and 

remote,  and  both  subjective  and  objective — of  the 
actions  thus  made. 

9.  Seek  for  principles  of  imity  and  diversity  in  inter- 

preting the  events. 

10.  Make  use  of  time- wholes,  space- wholes,  and  organic- 

wholes,  but  avoid  making  artificial  divisions. 

11.  Guide  the  pupils,  but  do  not  dictate  their  reactions. 

12.  Make  the  study  stimiilate  the  intellect,  the  emo- 

tions, the  will. 

^  13.  Force  the  pupils  to  think  for  themselves  —  to 
analyze,  compare,  reason,  judge,  and  apply. 

X  14.  Show  that  all  history, —  battles,  institutions,  con- 
stitutions, etc., — are  the  result  of  conflicts  of  ideas, 
emotions,  ideals,  and  wills. 

15.  Correlate  constantly. 

16.  Show  that  institutions  of  to-day  strike  their  roots 

deep  in  the  past,  and  are  but  the  complex  develop- 
ment of  simpler  forms. 

17.  Put    life   into    the   dead  facts;  be  interested  and 

enthusiastic. 

18.  Be    honest    with    the    facts  and  with  the  pupils; 

confess  ignorance  rather  than  endeavor  to  "bluff." 

19.  Be  free  from  the  textbook. 

20.  Adapt  the  work  to  the  pupils'  capacities. 


Studies  in  High  School  Observation  39 

2  1.  Arouse,   stir,   stimulate  the   pupils  and  fill  with  a 
burning  zeal  to  study  history. 

2  2.  Have  variety. 

23.  Feed  the  interest  once  it  is  aroused. 

24.  Drill— but  by  means  of  use,  not  by  precept. 

25.  Do   not   do  for   pupils   what   they   should  do  for 

themselves. 

26.  Multiply  associations. 

27.  Anticipate  for  the   pupils   what  is   to  come,   i.e., 

stimulate  interest  by  giving  a  bird's-eye  view  of 
the  movement  before  it  is  analyzed. 

28.  Em^phasize    the   operation    of    cause  and  effect  — 

what  a  nation  or  a  people  sows,  so  it  also  reaps. 

29.  Avoid  rote  memorizing. 

30.  Employ  recapitulation,   summary,   and  review  fre- 

quently. 

31.  Always  have  a  lesson  plan. 

32.  Have  "everybody  into  the  game." 

33.  Shape  the  work  so  that  it  presents  the  appearance 

of  a  real,  vital,  personal  problem. 

34.  Appear  to  be  a  learner  with  the  pupils. 

3  5 .  Make  much  use  of  blackboards  and  concrete  material. 

36.  Emphasize   the   value    of    written  work,   outlines, 

map  study,  and  personal  reactions. 

37.  Illustrate,  expound,  vivify. 

38.  Keep  pupils  looking  for  resemblances. 

39.  Teach  with  reference  to  applications. 

40.  Show  pupils  how  to  study  history. 

41.  Keep   in   touch   with   ctirrent  events  and  devote 

some  time  each  week  to  such  events. 

42.  Have  frequent  written  work,  as, 

(a)  Condensation  of  a  few  pages  of  notable  his- 
torical works. 


40  Studies  in  High  School  Observation 

(6)  Abstracts  of  accounts  of  definite  events. 
{c)  Tests,  examinations,  written  lessons. 
{d)  Notebooks. 
{e)  Outline  maps. 
43.  Occasionally  read  selections  of  historical  material 
before  the  class. 

BIBLIOGRAPHY  ON   METHODS 

Allen,  J.  W.    Place  of  History  in  Education. 
Barnes,  M.  S.     Studies  in  Historical  Methods. 
Bourne,  H.  E.     Teaching  of  History  and  Civics  in  the 

Elementary  and  Secondary  School. 
BuRSTALL,  Sara  A.     Impressions  of  American  Education. 

(Chap,  on  Method.    Edition  of  1908.) 
Bernheim,  E.     Lehrbuch  der  Historischen  Methode. 
Committee  of  Ten.     Report,  pp.  162-203. 
Committee  of  Seven.     Study  of  History  in  Schools. 
Committee    of   Five.     Study  of  History  in  Secondary 

Schools. 
Freeman,  E.  A.     Methods  of  Historical  Study. 
Hall,  G.  S.     Methods  of  Teaching  History. 
Hinsdale,  B.  A.    How  to  Study  and  Teach  History. 
Kartwell,  E.  C.     The  Teaching  of  History. 
Jager,  O.     Teaching  of  History.     (Tr.  by  H.  J.  Cla3^ton.) 
Keatinge,  M.  W.     Studies  in  the  Teaching  of  History. 
Langlois,  C.  V.  and  Seignobos,  C.     Introduction  to  the 

Study  of  History. 
Mace,  W.  H.    Methods  in  History. 
McMurry,  C.  a.     Special  Method  in  History. 
Maitland,  et  al.     Essays  on  the  Teaching  of  History. 
Robinson,  J.  H.     The  New  History;  also.  Introduction  to 

the  History  of  Western  Europe. 
Seignobos,  Charles.     La  Methode  Historique  Applique. 


Bibliography  41 

Periodical  Articles  on  Methods 
Barrows,  A,  C,     Teaching  History.     Ed.  29:140. 
Below,  G.    Die  neue  historische  Methode.    In  Historische 

Zeitschrift,  N.  T.  V.  45,  pp.  193-273. 
Cheyney,  E.  p.     What  is  History  f     History  Teachers' 

Magazine,  Dec,  1910,  p.  Tsff. 
Clark,  L.  A.    A  Good  Way  to  Teach  History.     Sch.  Rev. 

17:255- 
Davison,    Ellen    S.     History    in    German    Secondary 

Schools.     Ed.  Rev.  40:356. 
Ellwood,  C.  a.    How  History  can  he   Taught  from  a 

Sociological  Point  of  View.     Ed.  30:300. 
Hall,  G.  S.    The  Pedagogy  oj  History.    Ped.  Sem.  12 :339. 
Hart,  A.  B.     How  to  Teach  History  in  Secondary  Schools. 

Syracuse  Academy,  11,  Sept.,  Oct.,  1887,  pp.  256-265, 

306-315. 
Howard,  G.  E.     Study  of  History  in  Schools.     Ed.  Rev. 

19:257. 

McMahon,  E.  History  in  our  Public  Schools.  Ed. 
23:109. 

Robinson,  J.  H.  Relation  of  History  to  the  Newer  Sci- 
ences of  Man.     Jr.  Phil.  Psych.  Sc.  Methods.    8:141. 

Salmon,  L.  The  Historical  Museum.  Ed.  Rev.,  Feb. 
1911. 

Smith,  G.  Is  History  a  Science?  Amer.  Hist.  Rev., 
Apr.,  1905. 

Thorndike,  L.  Scientific  Presentation  of  History.  Pop. 
Sc.  Mo.     74:170. 

Thompson,  A.     How  to  Study  History.     Ed.  Rev.  17:167. 

Tucker,  M.  A.  Modern  Methods  of  Teaching  History. 
Ed.    20:220. 

Welch,  C.     Outlook  in  Teaching  History.     Ed.    31:370. 

Note:  See  History  Teachers^  Magazine,  Philadelphia,  a  monthly- 
journal  devoted  entirely  to  history  study. 


42  Studies  in  High  School  Observation 

Some  Guides  for  Teachers 
Allen,  J.  G.     Topical  Studies  in  American  History. 
Bacheler,  a.     American  History — Library  Method. 
Baker,  E.  A.     A  Guide  to  Historical  Fiction. 
Brigham,  p.     Geographical  Influences  in  American  History. 
BoTSFORD,  G.  W.     Source-hook  of  Ancient  History. 
BuRDiCK,  W.  L.     Topical  Outlines  oj  Roman  History. 
Channing-Hart-Turner.     Guide  to  the  Study  oj  Ameri- 
can History.    (Every  teacher  should  own  this.) 
Dixon,  Z.  A.     Guide  to  Fiction. 
Freeman,  E.  A.     Historical  Geography  of  Europe. 
Hart,  A.  B.     Source-hook  of  American  History. 
Hart,  A.  B.     American  History  Told  by  Contemporaries. 

4  vols. 
Hill,  Mabel.     Liberty  Documents. 
Kendall,  E.  K.     Source-hook  of  English  History. 
Lee,  Guy  C.     Source-book  of  English  History. 
Major,  J.  R.     Guide  to  the  Choice  of  Classical  Books. 
Sonnenschein,  W.  S.    Best  Books. 
Stephens,  H.  M.    Syllabus  of  Modern  European  History. 
Note:   For  lists  of  bibliography  on  history  see  Channing-Hart- 
Turner,  op.  cit.;    Bourne,  op.  cit.;    and  Johnston  and  others  in 
High  School  Education,  p.  500 J/". 

A  SELECTED  LIST  OF  AMERICAN 
HISTORICAL  FICTION 

(Copied  from  Journal  of  Education  for  March  27,  1913) 
This  list  attempts  to  cover  American  history  from 
colonial  times  to  the  close  of  the  Civil  War.  Not  all 
the  books  are  of  literary  merit;  they  have  been  chosen 
primarily  with  regard  to  their  historical  interest,  although 
many  of  them  are  of  the  first  rank  as  literature.  As 
the  list  is  not  exhaustive,  many  good  historical  novels 
have  probably  been  omitted : 


Bibliography  43 

I.  Colonial  Period 
Austin.     Standish  of  Standish;  Betty  Alden. 
•Cooper.     The  Water  Witch;  Leather  stocking  Tales. 
Devereux.     From  Kingdom  to  Colony. 
Hawthorne.     The  Scarlet  Letter. 
Johnston.     To  Have  and  to  Hold;   Prisoners  of  Hope; 

Audrey. 
Rayner.     Free  to  Serve. 

II.  Revolutionary  Period 
Altsheler.     In  Hostile  Red;  The  Sun  of  Saratoga. 
Brady.     The  Grip  of  Honor;  For  Love  of  Country. 
Chambers.     Cardigan;  The  Reckoning. 
Churchill.     Richard  Carvel. 
Cooper.     The  Spy;  The  Pilot. 
Ford.    Janice  Meredith. 
Mitchell.     Hugh  Wynne,  Free  Quaker. 
SiMMS.     The  Partisan. 
Stephens.     The  Continental  Dragoon. 

III.  From  the  Revolution  to  the  Civil  War 
Bacheller.     D'ri  and  I. 
Brady.     For  the  Freedom  of  tlie  Sea. 
Catherwood.     Lazarre. 
Churchill.     The  Crossing.  ' 
Dillon.     The  Rose  of  Old  St.  Louts. 
Hough.     The  Mississippi  Bubble,  '.x 
Johnston.     Levuis  Rand. 
Pidgin.     Blennerhassett. 

Thompson.    Alice  of  Old  Vincennes;  The  King  of  Honey 
Island. 

IV.  Civil  War  and  Reconstruction 
Brady.     A  Little  Traitor  to  the  South;  The  Southerners. 


44  Studies  in  Hight  School  Observation 

Cable.     The  Cavalier;  Kincaid's  Battery. 

Churchill.     The  Crisis.    ' 

Dixon.     Leopard's  Spots;  The  Clansman. 

Eggleston.     Dorothy  South;  The  Warrens  of  Virginia. 

Fox.     The  Little  Shepherd  of  Kingdom  Come. . 

Johnston.     The  Long  Roll;  Cease  Firing. 

Page.    Red  Rock,  , . 


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